North Vancouver invites you to join us celebrating the opening of the K12 Online Conference with a LAN party!
50 teachers from across our school district will be gathering tonight to watch presentations from the K12 Online Conference, and then get together over dinner to discuss and share ideas.
Unfortunately you won’t be able to join us for dinner, but you can join in the conversation!
Join us in Elluminate as we get a sneak peek of Paul Curtis’ presentation “Building a Web 2.0 Culture.” Watch the presentation with us, and then join North Vancouver teachers as we speak with Paul live.
Presentation Title: Organizational Learning and Technology Collide
Presentation Description: Using Chris Argyris’s theories of learning, this presentation describes how we can better understand the way we make decisions when planning student learning experiences and considering the use of technology. Using Argyris’s Theories of Action show us how we can evaluate our instructional decisions, and exploring Argyris’s theory of single and double loop learning establishes a strong framework that can guide our decisions of when and how to utilize technology in learning.
Presenter: Konrad Glogowski Location: Toronto, Ontario, Canada Twitter:@teachandlearn
Presentation Title: Self-driven and Classroom-based: Professional Development in the 21st Century
Presentation Description: Based on Guy Claxton’s statement that “schools should become communities of practice where … the ‘elders’ of the community are themselves exemplary learners” (Claxton, 2002), this presentation explores the importance of Classroom-Based Teacher Development and Reflective Practice as essential professional development practices for the 21st century. It suggests that if students today are to benefit from schools where they can acquire the learning dispositions that will allow them to build and transform future societies and address global challenges, teacher professional development must be reconfigured to allow teachers to focus on examining and learning from their own professional contexts. The 21st century demands that teachers investigate their practices on a regular basis, learn to design new approaches, and quickly and effectively respond to the demands of the ever-changing knowledge society. Classrooms must therefore become sites of inquiry where teachers engage in practice that is perpetually experimental.